Proefschrift Universiteit van Amsterdam. / Auteursnaam op omslag: Joost de Bruin. Ook verschenen als handelsuitgave. Met lit. opg. - Met samenvatting in het Engels.

Thesis (doctoral)--Tampereen yliopisto, 1998. / Includes bibliographical references (p. 258-281) and index.

Magister Artium - MA / Hierdie studie onderneem 'n analise van Bettina Wyngaard se debuutroman Troos vir die gebrokenes (2009). Die fokus val spesifiek op die uitbeelding van huishoudelike geweld en die wyse waarop die karakters hierdie kwessie hanteer en met die uitdagings van versoening en vergifnis wroeg. Eerstens word agtergrondgegewens omtrent die roman en die auteur verskaf. Die motivering vir die studie asook die probleemstelling word uiteengesit. Daarna volg 'n oorsigtelike blik oor huishoudelike geweld. Die teoretiese begronding van die omskrywing van postkolonialisme en die kenmerkende verskynsels van postkoloniale literatuur word belig. Daar word ook lig gewerp op die kritiese perspektief vanuit die swart feministiese oogpunt. Die studie maak gebruik van 'n saamgestelde leesmodel waarin die konsepte en argumente van 'n verskeidenheid literatuurteoriee aangepas en benut word. Daarna kom die teksanalise aan die beurt. Daar word veral klem gele op die hoofkarakter Frieda Daniels. Verskeie kante van haar karakter word belig, onder andere haar uitbeelding as die willose slagoffer van huishoudelike geweld, asook hoe sy as die anker en rolmodel van die gemeenskap uitgebeeld word. Nog 'n belangrike aspek is haar rol as agent van verandering en haar wroeging met emosies wat wissel van bitterheid tot versoening. Daar word ook geraak aan die rol van die kerk in haar verhouding met die patriargie en die noodlydendes n Volgende aspek is die uitbeelding van ander vroulike karakters. Die fokus val op Ma Mina as 'n belangrike teespeler en haar rol as vrou met moed en selfvertroue. Die ander vroulike karakters soos Lilly, Lucy, Linda en Leonie se onderskeie rolle word ook bestudeer. 'n Kritiese perspektief op die voorstelling van geslagsrolle is onderliggend aan die analise. Die uitbeelding van die manlike karakters kom vervolgens onder die loep sodat met balans gekyk kan word na die hantering van geslagsrolle in die teks. Die studie ondersoek onder andere die karakter John Daniels binne die gegewe van aandadigheid, berou en verantwoordelikheid. Ter afsluiting word gekyk na die samelewingstrukture en die wyse waarop dit op huishoudelike geweld reageer. In die slothoofstuk word die bevindinge van die studie opgesom en saamgevat / South Africa

AFRIKAANS: Die primêre doel van my studie was om die onderhandeling van swart identiteit binne ‘n wit skoolkonteks te ondersoek, en die toepaslikheid van emosionele intelligensie in terapeutiese intervensie met ‘n swart adolessent binne ‘n wit skoolkonteks krities te evalueer. Die studie is uitgevoer deur middel van ‘n gevalstudie waar ‘n swart adolessent wat ‘n wit skool bywoon se emosionele intelligensie met behulp van die BarOn EQ-i:YVTM-vraelys gemeet is. Die bevindinge is by die terapiesessies geïntegreer en laasgenoemde is kwalitatief geïnterpreteer. Die studie is gemotiveer deur vorige navorsing wat bevind het dat emosionele intelligensie ‘n belangrike rol in ‘n individu se optimale funksionering speel. Emosionele intelligensie sluit die individu se vermoë in om sy/haar eie emosies te verstaan en uitdrukking daaraan te gee, om ander se emosies te verstaan, om beheer oor emosies uit te oefen, om probleemoplossingsvaardighede in verhoudings te toon en om selfmotiverend te wees. ENGLISH: The primary goal of my study was to investigate the negotiation of black identity within a white school context, and to critically evaluate the application of emotional intelligence as a means of therapeutic intervention to a black adolescent within a white school context. The study was conducted by means of a case study in which the emotional intelligence of a black adolescent attending a white school was measured by the administration of the BarOn EQ-i:YV™. The findings were integrated into the therapy sessions. The study was motivated by previous research results showing that emotional intelligence contributes significantly to the optimal functioning of an individual. Emotional intelligence includes an individual’s ability to understand and express one’s own emotions, to understand the emotions of others, to exercise control over one’s emotions, to apply problem-solving skills in relationships and to be self-motivated. / Dissertation (MEd (Educational Psycholgy))--University of Pretoria, 2008. / Educational Psychology / unrestricted

N.P. van Wyk Louw redefined the context-bound Afrikaans literature and criticism in the thirties to establish a new ‘national’ creative and critical discourse in Afrikaans. The central premise of this study is the correlation between Louw’s conceptualisation of a ‘national’ literature and Paul Ricoeur’s interpretation of utopia. In the essay collections Berigte te velde and Lojale verset (1939) Louw offers a new and confrontational grasp on the established Afrikaans literature and criticism (social and literary) within the context of Afrikaans nationalism. Louw formulates his directives for literature and society in a system of oppositional concepts. The central dualism in as well as the intellectual and structural foundation of his innovative ideas is the conceptualisation of a ‘national’ and ‘colonial’ literature. In accordance with Ricoeur’s oppositional analysis of utopia and ideology (1978a, 1981b, 1986), Louw’s distinction between a ‘national’ and ‘colonial’ literature is investigated in this study as a binary opposition based on the dualism utopia/ideology. The exploration of the ‘national’ literature as utopia and the ‘colonial’ as ideology includes the role of subordinate oppositions, among which are individual/nation and individual/national identity, in the sustaining of this polar structure. The unavoidable conflict between and exclusion of opposing elements are demonstrated by an analysis of the breaks in the reconciliation which Louw tries to effect between the ‘national’ and ‘colonial’ literatures. With reference to Ricoeur and Thompson (1984) the function of power as the common factor in utopia/ideology and the ‘national’/’colonial’ literature is investigated, and the realisation of an element of power in Louw’s critical discourse is explored. Key words: N.P. van Wyk Louw, Paul Ricoeur, binary opposition, Afrikaner nationalism, national literature, utopia, ideology, identity, power

Univ., Diss.--Utrecht, 2005.

Thesis (doctoral)--Göteborgs universitet, 2003. / Extra t.p. with thesis statement and English abstract inserted. Includes bibliographical references (p. 273-[284]).

The development of a moral identity has been closely linked with parental care. Within the HIV/Aids context, concern about the moral actions of South Africans inspired an investigation into the Gestalt field of Zulu child-headed households, as the lack of adequate parental care threatens the development of moral identity in these households. As substitute parents, the adolescents in the Zulu child-headed households are responsible for enhancing moral identity in their siblings while their own moral identity is still developing. Since moral identity development occurs within their field of living experience, an investigation of the field of Zulu child-headed households was conducted in order to identify the aspects that can be utilised to develop a model that will empower the heads of the Zulu child-headed households to enhance moral identity development within their households. This was based on the Gestalt theoretical paradigm. The Gestalt theory accepts that people are part of their environments or “field”, and that the meaning of existence of the individuals in the Zulu child-headed households has no meaning outside the context of their environments with which they form a unified interactive whole through their mutually interactive forces. A mixed-methods approach was used to investigate the Gestalt field of 60 adolescents in Zulu child-headed households in the Mkhondo municipal area. The exploration of the Gestalt fields of the adolescents was described in four articles and the aspects that can be used to develop the model were identified in the conclusions and recommendations section of the manuscript. The aim of the first article was to investigate the aspects of the field of Zulu child-headed households in the Mkhondo municipal area relating to their subjective reality of the kinship support and associated needs they experienced within their dual roles as members of the Zulu child-headed households and substitute parents. Perceptions of what the adolescent heads in Zulu child-headed households viewed as helping their siblings become „good people‟ were investigated in the second article. The aim of the third article was to explore whether ethnic membership is one of the core constructs in moral identity development of adolescents in Zulu child-headed households, as ethnic identity in the Zulu culture is strongly integrated with a moral identity. The fourth article investigated the figuration of moral identity in the field of these adolescents, by comparing moral variants to various other characteristics of their field. The aspects of the Gestalt field that had been identified as useful for the development of the model revolved around three main themes, namely: associated with the usefulness of the school environment; overlapping Eurocentric and Afrocentric characteristics of identity;, and helper characteristics. Recommendations were made about aspects that could enhance the practical value of policy decisions based on facilitating awareness of various aspects of moral identity development; adjustments in the life orientation curriculum; and expanding the role of support staff in schools. / Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.

The development of a moral identity has been closely linked with parental care. Within the HIV/Aids context, concern about the moral actions of South Africans inspired an investigation into the Gestalt field of Zulu child-headed households, as the lack of adequate parental care threatens the development of moral identity in these households. As substitute parents, the adolescents in the Zulu child-headed households are responsible for enhancing moral identity in their siblings while their own moral identity is still developing. Since moral identity development occurs within their field of living experience, an investigation of the field of Zulu child-headed households was conducted in order to identify the aspects that can be utilised to develop a model that will empower the heads of the Zulu child-headed households to enhance moral identity development within their households. This was based on the Gestalt theoretical paradigm. The Gestalt theory accepts that people are part of their environments or “field”, and that the meaning of existence of the individuals in the Zulu child-headed households has no meaning outside the context of their environments with which they form a unified interactive whole through their mutually interactive forces. A mixed-methods approach was used to investigate the Gestalt field of 60 adolescents in Zulu child-headed households in the Mkhondo municipal area. The exploration of the Gestalt fields of the adolescents was described in four articles and the aspects that can be used to develop the model were identified in the conclusions and recommendations section of the manuscript. The aim of the first article was to investigate the aspects of the field of Zulu child-headed households in the Mkhondo municipal area relating to their subjective reality of the kinship support and associated needs they experienced within their dual roles as members of the Zulu child-headed households and substitute parents. Perceptions of what the adolescent heads in Zulu child-headed households viewed as helping their siblings become „good people‟ were investigated in the second article. The aim of the third article was to explore whether ethnic membership is one of the core constructs in moral identity development of adolescents in Zulu child-headed households, as ethnic identity in the Zulu culture is strongly integrated with a moral identity. The fourth article investigated the figuration of moral identity in the field of these adolescents, by comparing moral variants to various other characteristics of their field. The aspects of the Gestalt field that had been identified as useful for the development of the model revolved around three main themes, namely: associated with the usefulness of the school environment; overlapping Eurocentric and Afrocentric characteristics of identity;, and helper characteristics. Recommendations were made about aspects that could enhance the practical value of policy decisions based on facilitating awareness of various aspects of moral identity development; adjustments in the life orientation curriculum; and expanding the role of support staff in schools. / Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.

Thesis (doctoral)--Universiteit Leiden, 2000. / "Stellingen": [2] p. inserted. Includes bibliographical references (p. 406-436) and index.